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Academic Tutoring in Jacksonville, FL

Varsity Tutors is a live learning platform that connects students with personalized instruction to accelerate academic achievement. We help students achieve their full academic potential by connecting them with brilliant tutors who understand how to transfer the exact practical skills and knowledge necessary to achieve superior academic performance. Tutors teach the right material, not just more material. Tutoring is highly individualized and based upon the needs of each student, and focus is given to classroom material and the reinforcement of fundamental concepts.

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These selected Jacksonville, FL tutors know what it's like to be in school and understand exactly what is needed in order to be successful. Through one-on-one tutoring, relationships are formed that greatly enhance students' enjoyment of the sessions and the benefit that they receive from them.

To schedule a session or to inquire about our services, please call us at (904) 330-1611.

Recent Tutoring Session Reviews

We went over problems and concepts concerning electric fields. Topics included: adding vectors, force, relative strengths of fields as distance and charge vary, the formulas for point charges, and finding the directions of vectors. The student is seeing the material for the first time, and she is actually doing just fine. She just needs to spend some time with it.

The student and I prepared for his test on chapter 8 for this session. The topics covered in this chapter included: identifying similar triangles, proportions, and the geometric mean. We went over two practice tests, which he performed very well on. We went through the tests and only a few questions out of the 22 required refreshing on the topic or extra help. He was enthusiastic about the material. I don't have any concerns with this student and his upcoming exam, I think another day of practice together will make him very prepared for his test.

This week we began our simulation of the assessment exam with the online paper-based EOY & PBA non-calculator portions. The EOY had 15 questions and the PBA had 6. The student was allotted 40 minutes to take the 15 question EOY and check his work. He completed it in 15 minutes and spent 12 minutes going slowly back through the test to check over his answers. He did phenomenal receiving a 12 out of 15, only missing partial parts of the 3 questions he got wrong. Since he averaged about 1 minute per question, I shortened the time allotted for the 6 question PBA to 10 minutes so that he felt more of the "time crunch". He was able to complete all 6 questions in 6 min. 30 sec. and still had 1 minute remaining on the timer when he was done checking his answers. He got 4/6, but both problems he "missed" were select all that apply options. We noticed that rates and constants of proportionality were a general theme he was struggling with, so we spent the last 30 minutes reviewing these topics as well as reading/calculating slope from a line on a graph. We used 8th grade Sec. H sample problems because the 7th grade were too easy for him. Next week, we will continue with the simulation and take the calculator based EOY and PBAs.

Today we worked on lesson 75 and the student seemed to be understanding it really well. It included proportions, finding volume and surface area of objects after converting, finding percent increase of dilations, and identifying parallelograms. She did really well.

We covered probability, specifically conditional probability and combinations and permutations. The student was not struggling with a bit of it and I could not find one problem form in the covered sections for the upcoming test that would stump him. His attitude was positive. I included some tips on handling word problems and what the question is looking for. I left him some extra practice on finding standard deviation and quantiles on his calculator. I was told he received an A on his last quiz.

We focused today on the trig quizzes that needed to be revised, and what had gone wrong on missed questions. We finished up by looking at some ACT practice questions given from the teacher.

The student finished her second and third journal entries. She did a really great job today, and the second entry was multiple paragraphs. She continues to struggle with spelling, and likes to add an e before a y or an h after a w when they aren't needed. Her ideas are great though, and she's doing a good job of getting them into sentences and onto paper.

Today, we were able to successfully finish the leftover work from our previous session. We worked on several problems which dealt with calculating shear strain, shear stress, shear modulus, axial strain, axial stress, and the modulus of elasticity. Additionally, we covered some examples dealing with Poisson's ratio, and lateral vs. longitudinal strains. Finally, we discussed typical stress-strain curves of materials, including definitions of the yield stress, ultimate stress, and linear elasticity. The student is fairly quick to pick up on new topics and has made great progress. Today, I started by showing him a full solution to an example problem, then provided gradually less help for each subsequent problem, as he was forced to pick up more and more of the work load. This strategy was extremely effective, as it allowed him to adopt the same thought process I was using to solve problems. He is beginning to develop the intuition needed to work engineering problems and I feel that, with a bit more practice, he will make a great mechanician!

We discussed on a math project and a worksheet. We also discussed current events and the minimum wage.

I evaluated the students' knowledge. We worked on questions, conjugations (to be, to have, to go), and verbs of the 1st group. We also read a little bit of Le Petit Prince.

We reviewed the cell life cycle, mitosis, and meiosis. The student had been given the vocabulary for these respective sections by his teacher, but was not taught what they were, their importance, etc. Thus, we broke down the steps/stages of both and highlighted the major points and differentiated the steps/stages. We applied and covered all the vocabulary he had been given from class. He was great and picked up the material quickly. The steps and stages can be very confusing, and he had a solid grasp of each stage by the end of the session.

The student and I reviewed for her upcoming exams. We studied the properties of similar right triangles and finding the lengths of the sides using ratios. Also, we spent time reviewing right triangles with 45:45:90 degree angles and 30:60:90 degree angles. We went over the aims and the homework problems. After the lesson, she gained more confidence. She needs to be careful while punching in numbers on her calculator.